Belinda S. Bandstra, MD, MA, is Clinical Assistant Professor, Assistant Director of Residency Training, and Chief of the General Resident Continuity Clinic in the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine. She supervises residents in the General Clinic, Evaluation Clinic, Individual Psychotherapy Clinic and Psychosocial Treatment Clinic, in addition to maintaining a small general clinical practice of her own. Dr. Bandstra has specific interests in issues of culture in psychiatry, transitional age mental health, and mental health and wellness in academia.
Dr. Bandstra also teaches extensively in the Adult Psychiatry Residency Training Program. She co-directs residency coursework in: Culture and Spirituality in Psychiatry; Community, Public, and Global Psychiatry; Leadership, Scholarship, and Career Development; and Essentials of Psychiatry. Dr. Bandstra is a member of the Association for Academic Psychiatry and the American Association of Directors of Psychiatric Residency Training.
- Cultural issues in psychiatry
- Transitional age and university mental health
- Collaborative psychopharmacology (medication management in collaboration with patient's psychotherapist)
Clinical Associate Professor, Psychiatry and Behavioral Sciences
Assistant Director of Residency Training, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine (2011 - Present)
Chief Resident, Department of Psychiatry and Behavioral Sciences, Stanford University School of Medicine (2009 - 2010)
Honors & Awards
Early Career Development Award, Association for Academic Psychiatry (2016)
Annual Chairman’s Award for Outstanding Accomplishments in Educational Excellence, Stanford University School of Medicine, Department of Psychiatry and Behavioral Sciences (2016)
Outstanding Contributions to Education Award, Stanford University School of Medicine, Department of Psychiatry and Behavioral Sciences (2015)
Most Inspiring Mentor Award from the Graduating Residents, Stanford University School of Medicine, Department of Psychiatry and Behavioral Sciences (2014)
Fellowship in Public Psychiatry, American Psychiatric Association/Bristol-Myers-Squibb (2008-2010)
Medical Education:Washington University in St Louis Registrar (2006) MO
Residency:Stanford University School of Medicine (2010) CA
Internship:Barnes-Jewish Hospital (2007) MO
Board Certification: Psychiatry, American Board of Psychiatry and Neurology (2012)
- Early Outpatient Experience for Psychiatry Interns: The Evaluation Clinic. Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry 2016; 40 (6): 944–46
A Process-Oriented Approach to Teaching Religion and Spirituality in Psychiatry Residency Training.
2015; 39 (6): 654-660
Although the importance of addressing issues of spirituality and religion is increasingly acknowledged within psychiatry training, many questions remain about how to best teach relevant knowledge, skills, and attitudes. Current literature on curricula highlights the importance of maintaining a clinical focus and the balance between didactic content and process issues. The authors present findings from a program evaluation study of a course on religion, spirituality, and psychiatry that deliberately takes a primarily process-oriented, clinically focused approach.Two six-session courses were offered. The first course targeted fourth-year psychiatry residents and the second targeted third-year psychiatry residents. Teaching sessions consisted of brief didactics combined with extensive process-oriented discussion. A two-person faculty team facilitated the courses. Clinical case discussions were integrated throughout the curriculum. A panel of chaplains was invited to participate in one session of each course to discuss the interface between spiritual counsel and psychiatry. A modified version of the Course Impact Questionnaire, a 20-item Likert scale utilized in previous studies of spirituality curricula in psychiatry, assessed residents' personal spiritual attitudes, competency, change in professional practice, and change in professional attitudes before and after the course (N = 20). Qualitative feedback was also elicited through written comments.The results from this study showed a statistically significant difference between the pre- and post-test scale for residents' self-perceived competency and change in professional practice.The findings suggest improvement in competency and professional practice scores in residents who participated in this course. This points toward the overall usefulness of the course and suggests that a process-oriented approach may be effective for discussing religion and spirituality in psychiatric training.
View details for DOI 10.1007/s40596-014-0256-y
View details for PubMedID 25510222
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- International Perspectives on Homelessness The International Handbook of Psychiatry: A Concise Guide for Medical Students, Residents, and Medical Practitioners World Scientific Publishing. 2013
- Addressing Stigma to Strengthen Psychiatric Education ACADEMIC PSYCHIATRY 2012; 36 (5): 347-350